SEEC-NDSoR: A Shared Responsibility [Online, Asynchronous]

<< All Events Start: Wednesday, May 25, 2022 - 08:00 am
End: Friday, May 24, 2024 - 05:00 pm
Categories:
Professional Development
Science of Reading
Training

Recent legislation places an emphasis on student literacy in the early grades. House Bill 1388 states that “…each teacher who teaches kindergarten through grade three at a school district or nonpublic school and each principal of a public or nonpublic school with kindergarten through grade three shall attend teacher-approved, professional development training that includes topics focused on: 

  • Phonemic Awareness 
  • Phonics 
  • Fluency 
  • Vocabulary 
  • Comprehension, and 
  • Uses systematic, direct instruction for students in kindergarten through grade three to ensure students obtain necessary early reading skills”  

Content area specialists are uniquely positioned to contribute to a student’s literacy outcomes.  This course will affirm the value of music educators, physical education educators, library media specialists, school counselors, and other educators who don’t teach reading directly of their importance in a student learning to read.  In addition, the course will cover the requirements in HB 1388.

Module 1: Overview of HB 1388 and the Science of Reading

  • I don’t teach reading, why am I here? 
  • How are students in North Dakota doing with reading? 
  • What are the impacts of illiteracy in our communities?
  • How does literacy begin?
  • How do we help more students become proficient readers?

Module 2: Foundational Skills - Phonemic Awareness and Phonics

  • What does Phonemic Awareness mean?
  • What is Phonics?
  • How can I support these foundational literacy skills in my content area?

Module 3:  Vocabulary and Background Knowledge

  • How are background knowledge and vocabulary related?
  • What words do students need to learn? 
  • How can I support vocabulary development and background knowledge in my content area?

Module 4: Fluency and Comprehension

  • How do we practice fluency in my discipline? 
  • What are some ways to support all kids when we read in my class? 
  • How do all these skills lead to reading comprehension?

 

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